As our class learned last week, writing is enjoyed more when it’s an authentic product/ task. Writing should be assessed one step at a time and taught with “patience.” However, I too feel the average classroom teacher is overworked and overwhelmed due to the intensity of the curriculum. Personally, the multigenre captures the essence of what writing could be if one had the resources and time. In chapter thirteen of Best Practices, the authors focus on key elements such as audience and purpose. Instant feedback for students is essential whether conducted in a conference or with a rubic. But more importantly, the final product must have academic value.

When I wrote my reflction on my multigenre paper, I stated that a teacher would have to defend this paper and validate it with research. As Holley mentioned our state will assess our students whether we deem it fair or not. I cannot in good conscience allow my students to be tested without preparing them for what’s ahead. Sadly, the multigenre paper is not A, B, C, or D. It’s more open ended, and therefore, problematic for administrators to evaluate.

As a classroom teacher, I must expose my students to current practices. I must allow them the opportunity to establish their voice, perfect their craft, yet not take away too much time from EOC Preparation. This is why I am excited about doing poetry this week. I will teach the same concepts, yet allow them to individualize each piece with references to their past. I will be doing a mini memoir assignment at the end of the term, and this poetry is only the beginning. So, to answer your questions Dr. Frye I truly believe we educators must voice our opinions. We need to teach writing; not the formula to pass the exam in March. However, who will lead us? Not the administrators or even the superintendents. How can graduate students like those of us in 5130 demonstrate what we are learning and not be patronized?

I agree with the points you have referenced and I am excited about trying out lots of these ideas next year.

But, call me a glass-half-filled kind of person. I have struggled with research based practice and the “real” world of schools for years. I believe one of the best outcomes from students working on the kinds of projects whe have seen and worked on is that they do promote independence and responsibility and an authentic voice for students. But in a world driven by high stakes test scores, administrators tend to direct teachers towards “cramming” as much as they can into students in a manner that they will see on a test. This does not in any way promote the above. Also, I think rubrics are vital to assessment and that students should have a part in this. Again, glass-half-full, rubrics can be subjective and are not considered as “hard score” in terms of true measurement.

I am not arguing that the things you mention cannot be done. And I agree that they are critical for school reform. I just don’t know how much progress we can make in school reform with the upstream battle of testing. I guess my frustration is that I want to see change, I think it is a child’s inherent right to become independent and responsible for their learning so that this can transfer throughout their lives, but I am daunted by where we are now in the institution (and I don’t mean that in a kind way because I don’t like linking the definition to children’s learning) of education. I want to be a maverick, I want to battle bureaucracy, but I must be a wimp when it comes to observation wielding adminstrators. I will continue to reflect on this.